Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 194-205). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 128-139). Also available on the Internet.

Thesis (M.Ed.(Kurrikulumstudies))--Universiteit van Pretoria, 2004. / Includes bibliographical references (leaves 153-162) Available on the Internet via the World Wide Web.

Thesis (M Ed (Kurrikulumstudies))--Universiteit van Pretoria, 2004. / Bibliography: leaves 117-121. Available on the Internet via the World Wide Web.

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 128-133).

Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 13, 2006. Dissertation Committee: Paul Baker (chair), Dianne Ashby, George Padavil, William Rau. Includes bibliographical references (leaves 147-150) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed April 13, 2006. Dissertation Committee: James C. Palmer (chair), Edward R. Hines, Patricia H. Klass, William L. Tolone, Wendy G. Troxel. Includes bibliographical references (leaves 168-176) and abstract. Also available in print.

This research explores the potential for engaging teachers in school-based environmental education curriculum development processes by using camera. The research, through its epistemological and ontological position, is closely linked to educational orientations associated with aspects of outcomes-based educational transformation in South Africa. A participatory approach that recognises teachers as co-researchers, each bringing to the inquiry her or his questions and constructions of meaning, was adopted. Participatory inquiry was initiated by setting up cluster meetings that allowed for teacher inputs through open dialogic processes. Fundamental to the inquiry is the notion that context shapes curriculum and curriculum development processes. It was from this orientation that a group of 13 teachers, using cameras to create visual narratives, explored their own diverse and complex contexts. These narratives (or stories) form the basis for further inquiry and development of sophistication with respect to the concept of environment. The research process is critically and reflexively documented as a series of field and research texts constructed from a variety of data sources gathered over the period of one year. The work is presented as a process of engaging critically with environmental education curriculum development and an opportunity to raise questions, rather than seek answers in this regard.

Magister Commercii - MCom / Equitable access to quality health care is an essential element and a fundamental right for human development in any country. The South African health system prior to 1994 can be construed as one characterised with inequality and human development disparity. Various policies have since been promulgated and implemented to redress the inequalities of the past. Poverty related illnesses remain widespread, the reemergence of infectious diseases and social impacts are putting additional pressure on an already overburdened health system. These challenges have heightened expectations for leadership to manage the health system of the country more effectively and efficiently. A shortage of critical skills and trained health personnel have been cited as two of the major challenges for effective quality care within the health sector and have been described by The World Health Organisation as the heart of any successful health system in any country (Coovadia et al. 2009). However, there is a severe lack of formal evaluation of the competencies of hospital managers, as well as their needs for future training in South Africa. The public has become more health conscious and the request for quality care is increasing, demanding health professionals with increased levels of competence. There is a paucity of research in the health management literature that systematically specifies and assesses which competencies are important to facilitate leadership development, especially in a developing country context. The research aims to identify and determine a comprehensive set of managerial competencies for health leadership in South Africa that could enable leaders to successfully lead the health sector beyond the 21st century. The research is based on the National Center for Health Leadership (NCHL) framework that was developed through a synthesis of the literature on leadership and management competencies in health and related domains (NCHL, 2006). A survey approach using a pre tested questionnaire was administered to management in public and private sector hospitals. Respondents were asked to rate the level of importance of each of the 80 competency statements pertaining to the National Center for Health Leadership competency model.

The South African education is undergoing transformation. The introduction of Curriculum 2005 and Outcome Based Education (OBE) are important aspects of this transformation process. The implementation of the new curriculum however, has not been smooth. A lack of adequately qualified and trained teachers and effective learning support materials have been identified as some of the major problems facing the implementation of OBE at school level. Even though the colleges of education in the country were not brought on board in the planning and implementation levels of the new curriculum, they could have played an important role in training of educators and developing learning materials for the successful take off of the new curriculum. In the first research project I look into the preparedness of the Mathematics Department of a college of education in the Eastern Cape towards the implementation of Outcome Based Education. The first part of the research project consists of a literature review on Curriculum 2005, Outcome Based Education and the expectations of teachers in the new curriculum and the research methodologies used. The findings revealed that the department, as a whole, was not adequately prepared for the implementation of outcome-based education even though there were some indications that the department effected some modifications in its curriculum and practice teaching. As an OBE facilitator and a college lecturer, I developed some learning materials in Linear Programming. These activity-oriented materials were based on constructivist principles and were used by my first year Secondary Teachers Diploma students. In the second research project, I reflect on the results of using these learning materials by my students. In the first chapter of the project, the context and background of the research and the reasons for selecting Linear Programming as the topic for preparing the learning material are described. This is followed by a brief overview of constructivism together with a brief explanation of the reasons for considering the material to be constructivist. The research paradigm followed in the project, the research techniques employed in evaluating the learning material and the strengths and weaknesses of the evaluation techniques are given in the next chapter. In the following chapter, the findings from the various data gathering methods and the results of the implementation of the material are described. The concluding chapter presents a critical reflection on the whole process involved in the material development. The post 1994 government in South Africa seems to attach much importance to mathematics, science and technology education. The majority of the population who were previously denied access to these subjects is given more opportunities to learn them. The international Mathematics Union declared 2000 as the World Mathematical Year. One of the aims of the activities organized as part of the celebrations was improving the public image of mathematics to realize the vision of "Mathematics For All". The South African government shows keen interest to improve mathematics education in the country in an attempt to realize the vision of Mathematics For All. Even though the accessibility rate to mathematics has increased, the success rate has not yet increased as anticipated. In this context I, as a post-graduate student in Mathematics Education, thought of /reviewing the concept of Mathematics For All in the South African context. In the third research project, which is a literature review, initially an attempt is made to unpack the concept of Mathematics for ALL. In analyzing the concept, answers are sought for questions like: What is mathematics and why should it be taught? It is followed by a brief review of some goals of mathematics education. Then the current situation of mathematics education in South Africa and the efforts to improve it are also looked at. This is followed by an analysis pf the reasons for the general unpopularity of mathematics. In the concluding part some suggestions for improving mathematics education in the country are given.